O processo de alfabetização e letramento do 1º e do 2º ano do ensino fundamental: concepções de avaliação da aprendizagem presente nas vozes das professoras alfabetizadoras

Abstract

This dissertation aimed to investigate the concepts of learning assessment reflected in the voices of literacy teachers in the literacy and literacy practice development process of first and 2nd grade elementary school students in the municipality of Itatiba do Sul, RS. Thus, the research proposed: a) Conduct a bibliographic survey on the topic to conceptualize the terms literacy, literacy, and learning assessment; b) Identify research conducted on the topic, using the State of Knowledge as a tool; c) Identify the concepts of learning assessment present in legal documents: municipal and federal; d) Analyze the concepts of learning assessment present in the voices of the literacy teachers participating in the research; e) Develop support material on assessment concepts to contribute to literacy teachers. The research problem arose from the researcher's concerns, which were to understand how literacy and literacy practice development processes are assessed by first- and second-grade elementary school teachers in the municipality of Itatiba do Sul. The research is qualitative, bibliographic in nature, through the reading of books, articles, theses, and dissertations; documentary in nature, through official documents; and fieldwork, through questionnaires administered to first- and second-grade elementary school teachers in Itatiba do Sul, Rio Grande do Sul. Data analysis was developed through Discursive Textual Analysis (DTA), which revealed three emerging categories: 1) The process of learning to read and write in different social contexts: considerations of literacy teachers; 2) Assessment of learning: contributions to teachers and students; 3) How to assess based on the concepts of literacy teachers. The analysis demonstrated that literacy and literacy development are distinct yet inseparable processes, developed simultaneously by teachers, drawing on a historical-cultural perspective to teach literacy and literacy. Learning assessment, in turn, is formative and diagnostic, aiming to observe the progress and challenges faced by students. Furthermore, it is part of the literacy process and contributes to both teachers and students in the teaching and learning processes. As a conclusion to the research, the educational product, "Descriptive Learning Report: Writing the Literacy Process of Students," was developed to assist literacy teachers by reflecting on literacy methods and types of learning assessment. This educational product serves as a supporting material for the preparation of descriptive learning reports for students in the literacy process.